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Fall 2024

  • Letter from the Editors, Fall 2024 – Kathryn Grossman, Sahil Mathur, and Hannah Jardine
  • A Different Mindset on Teaching and Learning: Lessons from Dance Instruction – Barbara Bernstein
  • Advancing Equity Through Participation in Faculty Learning Communities – Beverly Peters, Samantha Cohen, and Shari Watkins
  • American University Library’s Evidence Synthesis Consulting Service – Katie Hut and Clarissa Ihssen
  • The Art of Making Quizzes Slightly Less Terrible – Evan Reister
  • The Practical Benefits of Student–Faculty Research Collaboration – Edward Helfers and Madison Moore
  • Unleashing the Power of Digital Research: A Game Changer in Experiential Learning – Ashley Roccamo and Claire Young

Spring 2024

  • Letter from the Editors, Spring 2024 – Kathryn Grossman and Hannah Jardine
  • Blending Human Knowledge with Generative AI: A Writing Exercise for Students – Nathan Favero
  • Generative AI and Higher Education: Thinking Through Novel Classroom Tools – Patrick Thaddeus Jackson
  • “It’s not us versus them”: The Importance of Partnering with Students – The CTRL Student Partners Team
  • Paths to Action: Acknowledging and Addressing Eco-Anxiety in the Classroom – Megan Litke, Angela Geosits, and Erika Hart

Fall 2023

  • Letter from the Editors, Fall 2023 – Kathryn Grossman and Hannah Jardine
  • Black Faculty and the (Ab)Use of Power – Altheria Caldera
  • Claiming Space and Acknowledging Positionality at American University – Elaine Cho
  • Learning How to Unlock the Transformative Potential of Generative AI – Krisztina Domjan
  • Insights from Teaching Award Recipients – Compiled by Kathryn Grossman
  • Student Insights on Current Events: A Tool for Fostering Critical Self-Awareness, Transformation, and Belonging – Phelton C. Moss
  • Moving to R as the Primary Statistical Software Increases Equity in Teaching Quantitative Methods – Eric R. Schuler

Spring 2023

  • Letter from the Editors, Spring 2023 – Kathryn Grossman and Hannah Jardine
  • Let’s Talk About Access – Tanja Aho
  • How I Learned to Stop Worrying and Love Google Docs – Chuck Cox
  • Outcome-Centered Low Stakes Assessment: From Assessing Completion to Assessing Learning – Tabitha Kidwell
  • Accessibility in the Classroom: Insights from CTRL-Student Partnership – Talia Marshall and Abigail Goldner Morris
  • Breaking News! Using Current Events in the Classroom to Enhance Learning – Sahil Mathur
  • Exploring the Professional Disconnect Between Coaching and Education – Zach Prescott

Fall 2022

  • Letter from the Editors, Fall 2022 – Kathryn Grossman, Hannah Jardine, and Iana Amiscaray
  • Students as People: Moving Toward a Whole Student Approach – Iana Amiscaray
  • Seeing Journalism Pedagogy Through the Eyes of a Visually Impaired Instructor – Ibrahim Emara
  • Making Thinking and Learning Visible Across Modalities – Terra Gargano
  • Lessons Learned: Insights from Teaching Award Recipients – Compiled by Kathryn Grossman
  • Pobody’s Nerfect: Teaching About Racism as a White Professor – Jane E. Palmer
  • Dismantling the Writing and Teaching of the Positionality Statement – Tiffany Monique Quash

Spring 2022

  • Letter from the Editor, Spring 2022 – Iana Amiscaray
  • The Secret Isn’t Sorry – TaLisa Carter
  • Affirming Anti-Racist Pedagogy in the Face of Constructive Student Feedback – Amaarah DeCuir
  • Laying the Foundation for Clarity, Creativity, and Consistency in Higher Ed Courses – Krisztina Domjan
  • Digital Devices in the Return of In-Person Classes – Gavin Frome
  • Reflecting on Reflection: Meta-Midsemester Course Analysis Results from CTRL – Hannah Jardine, Erin Horan, Gavin Frome, and Iana Amiscaray
  • HyFlex Learning: Supporting Students and Sustaining Learning Across In-Person & Remote Modalities – Ericka Menchen-Trevino
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